Examining theory-practice gap in implementing differentiated instruction (DI) in the Ethiopian TVET system: the case of TVET colleges in Bahir Dar City

Abstract

The objective of this study was to examine the theory-practice gap in implementing DI. To this end, a mixed research design was used. The data sources were TVET teachers, college Deans, and the regional TVED experts in Bahir Dar city. Questionnaire, FGD, and document analysis were used to gather data. Then statistical tools including percentage, mean, standard deviation, one sample t-test, independent samples t-test, and one way ANOVA were employed to analyze the data. The findings indicate that the TVET system recognizes the principles of DI in its national level documents such as the strategy, curriculum, and TTLM preparation. It was also found that male TVET trainers’ understanding and practice of DI was higher than their female counterparts. Another finding was that the mean of Diploma holder (Level IV) teachers’ understanding and practice of the principles of DI is greater than that of the corresponding First Degree and Second Degree holders. Generally, the practice of the principles of DI in the TVET system was found poor. Planning time, shortage of materials, large class size, and lack of school administration support were among the factors obstructing the implementation of DI. In this regard, some possible suggestions are recommended in this article.

Keywords

• theory
• practice
• differentiated instruction
• implementation
• TVET colleges